Veronica is a twelve-year-old seventh grader. A review of her third-fifth grade report cards revealed that she never received lower than a C in any of the content areas (i.e., Social Studies, Science, English/Reading, Mathematics). She consistently received her highest grades in Science and Mathematics. Veronica is passionate about the ocean and ocean mammals. Her goal in life is to become a dolphin marine biologist. Her sixth and seventh grade Science teachers reported that she always wanted to read books (fiction and non-fiction) about the ocean almost to the exclusion of other possibilities. Although Veronica's teachers have made positive comments about her insatiable appetite for literature about the ocean, they also voice concerns about her inability to produce on paper what she processes when she listens or reads. Veronica's writing (and at times her speech in class) is concrete, colorless, and effortful. She begins writing assignments almost before her teachers have given her the instructions. Impulsively underway with her writing, she tends to use the same vocabulary over and over again in short direct sentences (i.e., noun-verb). Typically, even long-term writing assignments fill only half to one page.
All of her teachers know Veronica has more knowledge stored away in her memory than she has ever revealed. Teacher concerns about Veronica's ability to communicate her ideas through writing stand have caused her to wonder if she has the intelligence to reach her dream.
Veronica is a twelve-year-old seventh grader. A review of her third-fifth grade report cards revealed that she never received lower than a C in any of the content areas (i.e., Social Studies, Science, English/Reading, Mathematics). She consistently received her highest grades in Science and Mathematics. Veronica is passionate about the ocean and ocean mammals. Her goal in life is to become a dolphin marine biologist. Her sixth and seventh grade Science teachers reported that she always wanted to read books (fiction and non-fiction) about the ocean almost to the exclusion of other possibilities. Although Veronica's teachers have made positive comments about her insatiable appetite for literature about the ocean, they also voice concerns about her inability to produce on paper what she processes when she listens or reads. Veronica's writing (and at times her speech in class) is concrete, colorless, and effortful. She begins writing assignments almost before her teachers have given her the instructions. Impulsively underway with her writing, she tends to use the same vocabulary over and over again in short direct sentences (i.e., noun-verb). Typically, even long-term writing assignments fill only half to one page.
All of her teachers know Veronica has more knowledge stored away in her memory than she has ever revealed. Teacher concerns about Veronica's ability to communicate her ideas through writing stand have caused her to wonder if she has the intelligence to reach her dream.
Adapted from All Kinds of Minds. (n.d.). Resources, Case Studies, Producing & Communicating Ideas, Veronica – 7th grade. Retrieved from June 21, 2008 http://allkindsofminds.org/CategoryAll.aspx?section#CaseStudy